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UWM Fall Institute

Exciting achievements, upcoming strategies, and collaborative efforts in the field of education for urban schools. Join us to develop new courses, support teacher preparation, and enhance pupil learning. Explore induction methods for faculty involvement and program assessment. Connect content faculty to professional sequences and engage in grant renewal reviews.

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UWM Fall Institute

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  1. UWM Fall Institute WELCOME

  2. 2004-2005 Accomplishments • Substantial realignment of content courses • to fit content requirements • Several new or revised courses being planned • to support teacher preparation • Induction pilot launched • Focus groups with new teachers conducted

  3. 2004-2005 Accomplishments(continued) • Held Spring Institute to share learning • and progress • Collaborated with MPS to create new • induction materials • Collaborated with MPS in identifying • characteristics of a high-performing classroom • Created a value-added model to measure pupil • learning; pilot project to be launched this year

  4. 2005-2006 Plans • Implement recommendations of the • 2004-2005 design team work • Devise models to support induction • Devise methods for program assessment • Explore connection of content faculty to the • professional sequence in SOE • Participate in review for grant renewal

  5. TNE STEERING GROUP P R I N C I P A L I N V E S T I G A T O R S S C I E N C E S O C I A L S C I E N C E A R T S C U L T U R E S & C O M M U N I T I E S E N G L I S H F O R E I G N L A N G U A G E M A T H 2005-2006 DESIGN TEAM STRUCTURE with CROSS-CUTTING THEMES PROGRAM ASSESSMENT INDUCTION PROFESSIONAL SEQUENCE PUPIL LEARNING

  6. Organizing Design Teams for 2005-2006 • Teams set own agenda • Coordinate meetings/information via • team email reflectors • Post documents to Website for access by other • teams/institutions

  7. Organization of Design Teams (continued) • Teams assign 2-4 members to participate • in crosscutting theme discussions: • Induction • Program Assessment • Professional Sequence

  8. New This Year • Dissemination Fund • Faculty-in-Residence (stay tuned)

  9. Induction Marleen Pugach-Induction Team Leader • Background • Questions for the Design Teams

  10. Question One • What roles are reasonable and feasible for • faculty to play working directly with • graduates when they take their first positions? • How could they work directly with teachers • in their classrooms? • What would motivate participation?

  11. Question Two • How might faculty participate in providing • direct support through the online support • community for new teachers (Tapped In)? • How would it work specifically? • What would motivate participation?

  12. Question Three • What specific courses might be developed • to help new teachers deepen their academic • content knowledge? • For whom? How would they be offered? • What might this look like during the • academic year? During the summer?

  13. Question Four What other ideas/questions about induction does your Design Team have at this point?

  14. Contextualized Learningfor Urban Schools Kenneth Howey-University of Cincinnati

  15. Professional Sequence Linda Post-TNE Co-Principal Investigator • Background • Questions for the Design Teams

  16. Question One • What should the Professional Sequence be? • Should there be more of a mix of their • studies in content and the discipline • of teaching? • Should there be a different configuration • of courses in the teacher preparation • program? • Should we start the sequence earlier?

  17. Question Two How do we begin to look at pedagogical content knowledge, which is different than a discussion of content or pedagogy?

  18. Question Three How can content faculty interact with the Professional Sequence, including the clinical experiences?

  19. Question Four • How could content faculty participate in • assessing our students across the • Professional Sequence? • Who is watching our students teach? • Who should be watching our students • teach?

  20. Question Five How do we integrate knowledge, world view, individual experience and context across the program and into the induction period?

  21. Program Assessment Amy Otis-Wilborn -Program Assessment Team Leader • Background • Questions for the Design Teams

  22. Concluding Remarks Stephen Percy-Project Director

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